Methods for analyzing faculty workload, workload issues related to collective bargaining and new federal reporting requirements, and faculty and institutional perspectives about faculty workload are considered. Workload studies are valuable to state legislators concerned with budgets, enrollment trends, and efficient institutional operations. Typical questions that workload studies address and three commonly used quantitative measures are outlined. Two approaches to assessing workload are quantitative measures based on institutional data and measures based on faculty self-reports of how they spend their times. For collective bargaining contracts, workloads are typically defined in terms of credit or contact hours. Teaching-related activities that do not have specific credit hours attached are given equivalencies. A new federal requirement for institutions receiving federal grants and contracts is that the department must report 100 percent of compensated faculty activity for all faculty, even those not directly involved in the federal activities. Reasons for this regulation and objections voiced by faculty members are examined. Some proposals for alternative workload structures are briefly noted. A bibliography is included. (SW)